Lesson Notes By Weeks and Term v3 - Primary 1
Time
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Time
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Subject: General Mathematics
Class: Primary 1
Term: 1st Term
Week: 11
Theme: Mensuration And Geometry Primary One
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Watch on YouTubedemonstrate knowledge of the idea of time; mention when certain things are done:- Home- School.
The concept of "Time" for Primary 1 learners is primarily about understanding the sequence of events and the duration of day and night, without the complexity of reading clocks. It focuses on associating activities with specific periods.
Core Idea: Time is "when things happen." It helps us organise our day.
Key Concepts: Morning: The period when the sun rises. People wake up, eat breakfast, prepare for school or work, and begin daily activities. Nigerian Context
Example:* "In the morning, children wake up, say their prayers, help fetch water, eat 'ogi' or 'tea and bread', and get ready for school." Afternoon: The middle part of the day, after morning but before evening. This is typically when school lessons are in full swing, or people are busy with work. Lunch is usually eaten during this time. Nigerian Context
Example:* "At school, lessons continue into the afternoon. Students have their lunch break (e.g., 'rice and beans' or 'eba') and play before closing for the day." Evening: The period when the sun begins to set. People finish their day's work, return home, eat dinner, and relax. Nigerian Context
Example:* "In the evening, parents come back from market or work. Families eat 'suya' or 'akpu' for dinner, children do their homework, and play before bath time." Night: The period of darkness when the sun is not visible. This is when most people sleep. Nigerian Context
Example:* "At night, after prayers, everyone sleeps to rest for the next day. Sometimes, grandparents tell folk tales ('itan') before bed." Understanding Daily Routines as Markers of Time: Instead of abstract time units, time is best understood by relating it to concrete actions.
Home Activities: Morning: Waking up, brushing teeth, bathing, eating breakfast, getting dressed, doing morning chores (e.g., sweeping, fetching water), leaving for school.
Evening/Night: Returning from school, playing, doing homework, helping with dinner preparation, eating dinner, watching TV, bathing, sleeping.
School Activities: Morning: Assembly, first set of lessons, break time (for snacks).
Afternoon: Second set of lessons, lunch break, closing time, going home. Worked Example (for Teacher's understanding): Scenario: A child named Emeka's daily routine.
Analysis: Emeka wakes up when the sun rises (Morning). He helps his mother sweep the compound (Morning). He eats 'pap and akara' for breakfast (Morning). He goes to school (Morning). He learns in class (Morning/Afternoon). He eats 'jollof rice' for lunch at school (Afternoon). He plays with friends after school (Afternoon/Evening). He helps his father water the garden (Evening). He eats 'eba and egusi soup' for dinner (Evening). He sleeps in his bed when it is dark (Night). This systematic breakdown helps students connect actions to general periods of the day, building their foundation for understanding time. This section outlines practical activities for both the teacher and students, suitable for a typical Nigerian primary classroom.
Teacher Activities: Introduction (Engage): Begin by asking students what they do before coming to school, at school, and after school. Encourage general descriptions of activities.
Visual Aids & Discussion (Explore): Display pictures depicting various daily activities (e.g., sunrise, child brushing teeth, children in school uniform, school assembly, children eating lunch, children playing football, sunset, child sleeping). Initiate a class discussion by showing a picture and asking, "When do you think this happens? Is it morning, afternoon, evening, or night?" Use local examples: "When do you hear the call to prayer (Adhan/Church bell)?" "When do sellers bring fresh 'akara' to the street?" Sequencing Events (Explain): Guide students to sequence a series of picture cards showing typical daily routines (e.g., wake up, brush teeth, eat, go to school, learn, play, eat dinner, sleep).
Use verbal prompts: "What do you do after you wake up?" "What happens before you go to bed?" Introduce Time-Related Vocabulary (Explain): Write "Morning," "Afternoon," "Evening," "Night" on the board. Explain each term with relevant examples of activities.
Storytelling/Rhymes (Elaborate): Tell a simple story about a child's day, explicitly mentioning what happens in the morning, afternoon, evening, and night. Alternatively, teach a simple rhyme or song about daily routines.
Question & Answer (Evaluate Formatively): Ask open-ended questions about their personal routines to assess understanding.
Student Activities: Sharing Daily Routines: Students describe one or two things they do at home before coming to school, at school, and after returning home.
Picture Sequencing: Students work individually or in small groups to arrange shuffled picture cards of daily activities in the correct chronological order (morning to night).
Activity Identification: Students point to or name activities from displayed pictures that happen in the morning, afternoon, evening, or night.
Verbal Responses: Students respond to teacher questions, stating what they do at specific times of the day at home and at school.
Role-Play (Optional): Students role-play a simple activity that happens at a specific time (e.g., "children having assembly in the morning," "children playing during break time in the afternoon"). The teacher should guide students through these questions, encouraging them to articulate their answers.
Question 1: What do most children do in the morning before leaving home for school?
Solution: In the morning, most children wake up, brush their teeth, take a bath, eat breakfast (like 'pap' and 'akara' or bread and tea), and get dressed in their school uniform.
Commentary: This question targets the understanding of morning routines at home, directly linking activities to the 'morning' period.
Question 2: When does the school assembly usually take place? Is it in the morning, afternoon, or evening?
Solution: School assembly usually takes place in the morning, right after students arrive and settle down.
Commentary: This helps students identify a key school event and associate it with the 'morning' period.
Question 3: Mention one thing you do at home in the evening before going to sleep.
Solution: In the evening, before going to sleep, children at home might play with their siblings, do their homework, help with house chores, eat dinner (e.g., 'fufu' and soup), or watch a children's programme on T
V. Commentary: This reinforces the concept of evening activities and helps students recall their personal experiences.
Question 4: What happens outside when it is night?
Solution: When it is night, it becomes dark outside, the moon and stars may appear, and most people are sleeping.
Commentary: This focuses on external indicators of the 'night' period, relating to observation.
Differentiation: Visual Learners: Use a rich variety of pictures, flashcards, and real-life objects (e.g., school bag for "going to school").
Auditory Learners: Engage them with stories, songs, and rhymes about daily routines. Encourage verbal repetition of time-related words.
Kinesthetic Learners: Incorporate role-playing of daily activities. Have them physically sequence large picture cards on the floor.
Remediation (for struggling learners): Focus on fewer concepts: Concentrate only on "morning" and "night" initially, as these are the most distinct.
One-on-one or small group support: Work with these learners to identify one activity for each time of day (morning, afternoon, evening, night) using very clear, simple visuals.
Repetition and Chants: Repeat key phrases and activities linked to time (e.g., "Morning, morning, time to wake up!").
Personalised Routine Charts: Help them create a simple chart with drawings or cut-out pictures of their own daily routine, focusing on the sequence.
Extension (for high-achieving learners): Detailed Daily Schedule: Encourage these learners to draw or write a more detailed daily schedule, including more activities for each time of day and perhaps even mentioning who they do them with (e.g., "Morning: Eat breakfast with Mummy and Daddy").
Create a Story: Ask them to create a short story about "A Day in My Life," ensuring they incorporate activities that happen in the morning, afternoon, and evening.
Introduce Simple Clock Face (Visual Only): Briefly show a clock face and point out the big hand and small hand, explaining that they move to tell us time. Emphasise that they are not expected to read the clock yet, but merely to observe its function as a time-telling device.* Ask them if they see clocks in their homes or school.
Understanding time through daily activities has significant real-life implications for Primary 1 learners in Nigeria: Personal Responsibility and Routine: Students learn to associate specific times with actions, fostering a sense of routine and responsibility. For example, knowing that "morning" is when they prepare for school helps them get ready on time. Understanding that "evening" is when chores like washing dishes or sweeping the compound are typically done helps them contribute to family life.
Community Engagement: Learners can understand the rhythm of their local community. They recognise that the market is bustling in the "morning" and "afternoon," and quieter in the "evening." They learn when religious services (church, mosque) usually take place, or when community meetings are held, helping them to be aware of local events.
Safety and Environment: Understanding the transition from "day" to "night" is crucial for safety. Children learn that it gets dark at night, and it might not be safe to play outside alone. They also appreciate natural cycles like sunrise and sunset, connecting their daily lives to the environment around them.